{"meta":{"query_hash":"5177fa19dd9a","filters":{"venue":"Exceptional Children"},"cohort_total":10,"direct_labels_cover":0,"predictions_cover":10,"exported":10,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/5177fa19dd9a","api":"https://metacan.xera.ac/api/v1/cohort?venue=Exceptional+Children"},"results":[{"id":"W1535310402","doi":"","title":"Factors Related to Sustained Implementation of Schoolwide Positive Behavior Support.","year":2013,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":184,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychological intervention; Context (archaeology); Fidelity; Sustainability; Psychology; Positive behavior support; Inclusion (mineral); Medical education; Public relations; Social psychology; Intervention (counseling); Political science; Computer science; Medicine; Ecology","score_opus":0.0687397609300565,"score_gpt":0.3679874209913379,"score_spread":0.2992476600612814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535310402","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99526685,0.000023922825,0.000022510138,0.000829062,0.00024792444,0.0008975546,0.000241518,0.00005809597,0.0024125397],"genre_scores_gemma":[0.99660796,0.0000016262975,0.00009463596,0.0002729198,0.00006314121,0.00022202429,0.0004996832,0.000014825132,0.0022232009],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986943,0.00007874742,0.00038892787,0.00031950936,0.0002204493,0.00029803987],"domain_scores_gemma":[0.99938685,0.00004290748,0.00011877322,0.00015986591,0.00015608913,0.00013550246],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00009004729,0.00017708975,0.000209403,0.00010122859,0.000104085964,0.000016578391,0.00015466678,0.00010811578,0.06175704],"category_scores_gemma":[0.0000104059345,0.00013646063,0.00011823998,0.00022492267,0.00007328814,0.0001120225,0.000060931987,0.00015381468,0.0014976393],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020392657,0.00024546636,0.964761,7.3714676e-7,0.00007836212,0.0000017268309,0.0013349513,4.7325523e-7,0.0010644041,0.0022931977,0.019235227,0.010964024],"study_design_scores_gemma":[0.00055718643,0.00044135333,0.9957998,0.00000312382,0.000040673316,0.0000056555414,0.0019217269,1.6486043e-8,0.00023150374,0.0007287741,0.00009952898,0.00017068378],"about_ca_topic_score_codex":0.0013120358,"about_ca_topic_score_gemma":0.000024572331,"teacher_disagreement_score":0.060259398,"about_ca_system_score_codex":0.000046440484,"about_ca_system_score_gemma":0.000012164621,"threshold_uncertainty_score":0.9992798},"labels":[],"label_agreement":null},{"id":"W1896486869","doi":"10.1177/001440291107700406","title":"High- and Average-Achieving Students' Perceptions of Disabilities and of Students with Disabilities in Inclusive Classrooms","year":2011,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Feeling; Learning disability; Perception; Developmental psychology; Intellectual disability; Special education; Scale (ratio); Multiple disabilities; Clinical psychology; Mathematics education; Social psychology; Psychiatry","score_opus":0.01640070467070692,"score_gpt":0.3225150275745887,"score_spread":0.3061143229038818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1896486869","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970723,0.000031151416,0.000017469138,0.0002834297,0.000066763394,0.00034771615,0.000052467556,0.000013689186,0.0021150506],"genre_scores_gemma":[0.9987478,0.00011853001,0.0003086193,0.000055756118,0.00008495101,0.000022139791,0.000022264237,0.0000068610307,0.0006330436],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998508,0.00015179353,0.00033980267,0.00022724857,0.0006096337,0.0001635446],"domain_scores_gemma":[0.9993809,0.00018730263,0.0000969221,0.0001401811,0.00009783409,0.000096882686],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005824867,0.00011670697,0.00024299874,0.00009277126,0.00028578014,0.000024492818,0.00021775374,0.000070303606,0.0019171437],"category_scores_gemma":[0.00020436058,0.000100378886,0.000040229766,0.00014539358,0.0017016253,0.00021374237,0.00020082833,0.00010724082,0.0000031851687],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004700909,0.0007791434,0.8557483,0.000014836561,0.000016666834,7.0022814e-8,0.12342769,0.000004437008,0.000009030896,0.01970762,0.000024194667,0.00022102446],"study_design_scores_gemma":[0.00039760268,0.00008703408,0.86430526,0.000037393154,0.000011252151,0.0000012649159,0.13156947,5.112129e-7,0.0000040365862,0.0034598513,0.00002803974,0.00009824462],"about_ca_topic_score_codex":0.005574543,"about_ca_topic_score_gemma":0.003986302,"teacher_disagreement_score":0.016247768,"about_ca_system_score_codex":0.00008294169,"about_ca_system_score_gemma":0.00009702512,"threshold_uncertainty_score":0.99899524},"labels":[],"label_agreement":null},{"id":"W2033750224","doi":"10.1177/001440290407100106","title":"Involvement of Immigrant Chinese Canadian Mothers of Children with Disabilities","year":2004,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":83,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Immigration; Psychology; Thematic analysis; Developmental psychology; Special education; Pedagogy; Qualitative research; Sociology; Social science","score_opus":0.018391655847394023,"score_gpt":0.285164374510317,"score_spread":0.26677271866292296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2033750224","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9964144,0.00009322772,0.000025666184,0.0007093854,0.00009824136,0.00044903904,0.00022950831,0.000019515583,0.0019609916],"genre_scores_gemma":[0.9987587,0.000038576454,0.00041778813,0.00009272424,0.00021627567,0.000024215644,0.00030956138,0.000012561544,0.00012962623],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99870205,0.000055466735,0.00025293493,0.00019155996,0.0005421244,0.00025585262],"domain_scores_gemma":[0.9993851,0.0000313848,0.00013520764,0.00017990604,0.00010468392,0.00016371696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002622802,0.00012701255,0.00016178368,0.00014118117,0.00019581098,0.00001443325,0.0002665133,0.000055381483,0.0005571803],"category_scores_gemma":[0.000051901046,0.00010834872,0.00007464562,0.0003029955,0.00064090354,0.00019495234,0.000017727274,0.00007291714,0.000017671895],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001113384,0.00027376297,0.96843916,0.0000052278733,0.0000804256,4.4121304e-8,0.022034558,0.00047733434,0.00017624945,0.008296254,0.00011760995,0.000088246576],"study_design_scores_gemma":[0.0003898409,0.000078031946,0.99002105,0.000038693994,0.00001568441,8.745485e-7,0.0042741187,4.2616685e-7,0.00031076986,0.004710216,0.00003353915,0.00012674733],"about_ca_topic_score_codex":0.7730012,"about_ca_topic_score_gemma":0.7387152,"teacher_disagreement_score":0.03428601,"about_ca_system_score_codex":0.00042925024,"about_ca_system_score_gemma":0.0007150096,"threshold_uncertainty_score":0.6100734},"labels":[],"label_agreement":null},{"id":"W2122174049","doi":"10.1177/001440290206900107","title":"Barriers and Facilitators to Inclusive Education","year":2002,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Cerebral Palsy and Movement Disorders","field":"Medicine","cited_by":363,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Focus group; Isolation (microbiology); Social isolation; Inclusion (mineral); Medical education; Pedagogy; Applied psychology; Social psychology; Sociology; Medicine; Psychotherapist","score_opus":0.006757729342691044,"score_gpt":0.25621841362100556,"score_spread":0.24946068427831453,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122174049","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9843844,0.00028933625,0.00003655535,0.0063634305,0.000077287244,0.00035252536,0.000025079386,0.000028885837,0.008442471],"genre_scores_gemma":[0.9894737,0.0000447623,0.00027509383,0.0058489568,0.00017968123,0.000024678056,0.00006241497,0.000007359133,0.004083332],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994448,0.0000119082615,0.00009805014,0.00017371273,0.00016058145,0.00011096874],"domain_scores_gemma":[0.99961066,0.000010135493,0.000016256556,0.00009072429,0.000034869627,0.00023736025],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00004329163,0.00008087535,0.0000888444,0.00008694902,0.00009516756,0.000008989273,0.00003078831,0.000034555356,0.0040388354],"category_scores_gemma":[0.00007597714,0.00007616645,0.000034776996,0.000096349635,0.000039345876,0.0000588752,0.000033868208,0.00006596219,0.0002373731],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000564963,0.000146386,0.8208821,0.000019845565,0.00008796501,7.7275104e-7,0.0019788034,0.000011342344,0.00080848875,0.0035286667,0.121102184,0.05137694],"study_design_scores_gemma":[0.00060659036,0.00013928815,0.9785312,0.000024378605,0.000021280983,0.000018421966,0.00033861923,0.000010510694,0.000053331838,0.00075811206,0.019382462,0.00011583751],"about_ca_topic_score_codex":0.000054193904,"about_ca_topic_score_gemma":0.000011714389,"teacher_disagreement_score":0.15764906,"about_ca_system_score_codex":0.000042430736,"about_ca_system_score_gemma":0.000037221133,"threshold_uncertainty_score":0.9968716},"labels":[],"label_agreement":null},{"id":"W2148724981","doi":"10.1177/001440290206800405","title":"A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf","year":2002,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Dialogic; Psychology; Variety (cybernetics); Pedagogy; Mathematics education; Subject (documents); Computer science","score_opus":0.07379256611418279,"score_gpt":0.3787466459341489,"score_spread":0.30495407981996614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2148724981","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98508,0.00025022172,0.008232046,0.0013078033,0.0001109466,0.0012721885,0.000030390154,0.00009961801,0.0036167572],"genre_scores_gemma":[0.99426425,0.000020827147,0.0013861721,0.0008105572,0.0003505181,0.00065705087,0.00007582477,0.00002419351,0.002410589],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99893516,0.0001580765,0.00014792701,0.0002697347,0.0002670025,0.00022209983],"domain_scores_gemma":[0.99912226,0.00023639995,0.0001257974,0.00035651936,0.00009402751,0.00006500795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027534904,0.00013574648,0.00015091695,0.00006452589,0.0001842185,0.00004376097,0.00028148192,0.00009087766,0.00031320387],"category_scores_gemma":[0.00006878701,0.00011707782,0.000058546608,0.00009706682,0.00006672685,0.00018706663,0.00006392844,0.00018218737,0.0003354972],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014963067,0.005465677,0.83149934,0.000024432285,0.0011981736,0.000006988664,0.03179871,0.0023755361,0.000050494098,0.01231645,0.089886464,0.023881458],"study_design_scores_gemma":[0.001928702,0.00038902252,0.99380565,0.000034057073,0.00005609412,0.00002958858,0.00019655691,0.001997712,0.0000016504292,0.0007785152,0.0006018697,0.00018059525],"about_ca_topic_score_codex":0.000018471577,"about_ca_topic_score_gemma":0.000011821565,"teacher_disagreement_score":0.16230632,"about_ca_system_score_codex":0.00006752858,"about_ca_system_score_gemma":0.00000885596,"threshold_uncertainty_score":0.47742948},"labels":[],"label_agreement":null},{"id":"W2765849474","doi":"10.1177/0014402917736261","title":"Suicidality and Intersectionality Among Students Identifying as Nonheterosexual and With a Disability","year":2017,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Social connectedness; Psychology; Suicidal ideation; Peer victimization; Lesbian; Intersectionality; Clinical psychology; Identity (music); Developmental psychology; Suicide prevention; Poison control; Social psychology; Medicine","score_opus":0.026652499930175415,"score_gpt":0.3527529474308235,"score_spread":0.3261004475006481,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765849474","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9979584,0.000050331906,0.00043384312,0.00018893673,0.0002711657,0.0002623243,0.000040013692,0.00004453465,0.00075043703],"genre_scores_gemma":[0.99886984,0.000009666971,0.00010745154,0.00007758346,0.0002921661,0.000028248747,0.000066277345,0.0000146737275,0.00053407246],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986613,0.00012019129,0.00019916703,0.0005062825,0.00032731635,0.00018575261],"domain_scores_gemma":[0.9991759,0.000047311867,0.00020945082,0.00039092064,0.00005488967,0.00012150597],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00037273963,0.00016404624,0.0001662001,0.000028701104,0.00087683124,0.00028543815,0.00021551536,0.000095992975,0.0007841076],"category_scores_gemma":[0.000052379764,0.00013620919,0.000032826327,0.00002956648,0.0007547942,0.00037233092,0.00021347204,0.00018497044,0.000025096158],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00013532495,0.0001950691,0.99693274,0.000008728073,0.00008903635,0.0000021048481,0.0009794934,0.000002044714,0.000024505332,0.00036394206,0.00014007377,0.0011269429],"study_design_scores_gemma":[0.0010939712,0.000082384584,0.99700886,0.00004732728,0.000024865398,0.000065618115,0.00020310069,0.000005690408,0.00000891495,0.0012765669,0.00001979567,0.00016291573],"about_ca_topic_score_codex":0.0025861827,"about_ca_topic_score_gemma":0.0007505523,"teacher_disagreement_score":0.0018356305,"about_ca_system_score_codex":0.0000359829,"about_ca_system_score_gemma":0.000011401935,"threshold_uncertainty_score":0.85854286},"labels":[],"label_agreement":null},{"id":"W4284893497","doi":"10.1177/00144029221112285","title":"School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support","year":2022,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Centre for Interdisciplinary Research in Rehabilitation; Université Laval","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Generalizability theory; Autonomy; Self-determination theory; Structural equation modeling; Developmental psychology; Population; Social psychology; Work motivation; Transition (genetics); School-to-work transition; Work (physics); Pedagogy; Vocational education","score_opus":0.01253317818881933,"score_gpt":0.2461231138713659,"score_spread":0.23358993568254657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4284893497","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99596745,0.000011237016,0.00008459915,0.0019364699,0.000027536233,0.0002410427,0.00002407185,0.000014775365,0.0016927933],"genre_scores_gemma":[0.9992749,0.0000020912905,0.00008264319,0.00009205294,0.00007210119,0.000028737475,0.00010008373,0.0000037854325,0.00034361222],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992075,0.00015526098,0.00012286735,0.00010386333,0.00033141513,0.000079117126],"domain_scores_gemma":[0.99973,0.000053030824,0.000064593725,0.00005698891,0.000048669368,0.00004674441],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00044097507,0.000043544223,0.0000647798,0.000036097576,0.0003693564,0.000012998286,0.00008157428,0.000013108304,0.0011871363],"category_scores_gemma":[0.00004937753,0.000034585504,0.000025103463,0.00020371901,0.00013467323,0.00006571049,0.000020039064,0.0000842838,0.0000034811492],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006800413,0.00021891473,0.7867599,0.0000030925728,0.000030062838,1.5295663e-8,0.19891757,0.0071566384,0.000071659335,0.0036781398,0.00020889087,0.0028870744],"study_design_scores_gemma":[0.00012538652,0.00009389375,0.9227602,0.000005720254,0.000011091905,3.8755806e-7,0.07509595,0.0000035634666,0.00002126495,0.0002665031,0.0015679342,0.000048120033],"about_ca_topic_score_codex":0.0006527276,"about_ca_topic_score_gemma":0.000033826407,"teacher_disagreement_score":0.13600025,"about_ca_system_score_codex":0.000079516816,"about_ca_system_score_gemma":0.00018031044,"threshold_uncertainty_score":0.99972594},"labels":[],"label_agreement":null},{"id":"W4319785833","doi":"10.1177/00144029221148784","title":"Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding","year":2023,"lang":"en","type":"article","venue":"Exceptional Children","topic":"School Choice and Performance","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Special education; Federal funds; Poverty; Federal law; Poverty level; Per capita; Distribution (mathematics); White (mutation); Economic growth; Political science; Public administration; Demographic economics; Psychology; Public economics; Economics; Demography; Sociology; Legislation; Law; Population","score_opus":0.02565437052219524,"score_gpt":0.32360633940816097,"score_spread":0.29795196888596576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4319785833","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9803514,0.00008238188,0.0000014759531,0.009606158,0.0002687864,0.00012071632,0.000021633276,0.00007587979,0.0094715785],"genre_scores_gemma":[0.98173636,0.00032959232,0.000043035965,0.00022833538,0.0140916975,0.000018030038,0.00013626856,0.00000867255,0.0034080253],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99900925,0.00009567859,0.00010946813,0.00018419001,0.0002979067,0.0003034782],"domain_scores_gemma":[0.9996568,0.00010471455,0.000040458115,0.000059759524,0.00003573504,0.000102553386],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003848362,0.0000922369,0.000101108744,0.00026870985,0.0005847245,0.00027081804,0.00011485802,0.00007768529,0.00016445764],"category_scores_gemma":[0.00024116083,0.00009754426,0.000032147927,0.0005361758,0.0001578492,0.0005527316,0.000042482592,0.00013595229,0.000084923806],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001444591,0.000023668474,0.95703894,0.0000039867396,0.0000056776466,3.6987797e-7,0.0024058276,0.000008828836,0.000015205531,0.02850125,0.008383365,0.0035984651],"study_design_scores_gemma":[0.00018122573,0.0000149073185,0.986873,0.000030280808,0.0000024244023,0.0000017549745,0.0014547025,0.00000984875,0.000004203395,0.0072381976,0.00406775,0.00012174873],"about_ca_topic_score_codex":0.012545145,"about_ca_topic_score_gemma":0.007437142,"teacher_disagreement_score":0.029834045,"about_ca_system_score_codex":0.00014588267,"about_ca_system_score_gemma":0.00043302463,"threshold_uncertainty_score":0.9940304},"labels":[],"label_agreement":null},{"id":"W4404619265","doi":"10.1177/00144029241296123","title":"Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports","year":2024,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Institute of Education Sciences","keywords":"Tier 2 network; Tier 1 network; Psychology; Psychological intervention; Positive behavior support; Intervention (counseling); Response to intervention; Developmental psychology; Special education; Mathematics education; Psychiatry; Computer science","score_opus":0.1198145622790009,"score_gpt":0.416058211186416,"score_spread":0.2962436489074151,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404619265","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973666,0.0008950601,0.000070766495,0.0002555413,0.00024237513,0.0002364694,0.00048690249,0.000045365836,0.00040092884],"genre_scores_gemma":[0.9987591,0.00001579982,0.00003775219,0.000021373116,0.00010675036,0.000025880405,0.00032052415,0.000009630831,0.00070322346],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991972,0.000048661255,0.000238261,0.00025729503,0.00010849323,0.00015009032],"domain_scores_gemma":[0.9997611,0.000038656355,0.00005028139,0.000057055877,0.000039883125,0.0000530401],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00010622894,0.00011741408,0.00013307572,0.00007982155,0.000095056006,0.000027605616,0.00003667793,0.0000647989,0.0033764474],"category_scores_gemma":[0.000002994541,0.000090265516,0.00008593021,0.000088539244,0.0001307437,0.0000958132,0.00005664275,0.000120395394,0.000008250231],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015566518,0.0001142642,0.9718953,0.000012724448,0.00010759677,0.0000044990065,0.00294061,6.2446496e-8,0.000099617566,0.0023315854,0.0020011454,0.020477079],"study_design_scores_gemma":[0.00025083398,0.00031095018,0.99599147,0.000032997235,0.000099088895,0.000019621117,0.0024224776,3.6625437e-7,0.000025131003,0.00066476245,0.00008709546,0.00009518628],"about_ca_topic_score_codex":0.00032979276,"about_ca_topic_score_gemma":0.00004177418,"teacher_disagreement_score":0.02409624,"about_ca_system_score_codex":0.000017831186,"about_ca_system_score_gemma":0.000006566634,"threshold_uncertainty_score":0.9975346},"labels":[],"label_agreement":null},{"id":"W4415254153","doi":"10.1177/00144029251378405","title":"Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?","year":2025,"lang":"en","type":"article","venue":"Exceptional Children","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Waterloo; Education and Early Childhood Development","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","keywords":"Vocabulary; Reading (process); Multilevel model; Intervention (counseling); Quantile regression; Vocabulary development; Word recognition; Differential (mechanical device); Sample (material); Response to intervention","score_opus":0.0074143900820621,"score_gpt":0.3149345142390517,"score_spread":0.3075201241569896,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415254153","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99197197,0.0011891051,0.0023780176,0.00006733664,0.0022707954,0.0008051349,0.00007438281,0.00011702791,0.0011262327],"genre_scores_gemma":[0.99359775,0.000041979638,0.00012188065,0.0001222807,0.00026575598,0.00041082234,0.0009562381,0.000026366766,0.0044569597],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99733686,0.0006115858,0.00067777326,0.00064241583,0.0003981868,0.00033316825],"domain_scores_gemma":[0.9989147,0.00043289782,0.00022620414,0.00027388323,0.000059167214,0.00009314139],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0005535234,0.00033207284,0.00042568313,0.0002910842,0.00019152608,0.00027528388,0.00026501558,0.00015394363,0.0008306894],"category_scores_gemma":[0.000073005685,0.0003167726,0.00016315027,0.00013719128,0.00010673958,0.00019463613,0.0002771875,0.00030314148,0.00008314959],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00020673507,0.0019439788,0.8689799,0.00030227276,0.0013822111,0.00000807512,0.0070232726,3.5504954e-7,0.0006017246,0.003266966,0.007307284,0.10897724],"study_design_scores_gemma":[0.0036911012,0.00034504468,0.99294394,0.0008091777,0.0001402003,0.000012338501,0.0004448069,0.000002019518,0.00012342483,0.00042188898,0.00078776653,0.000278279],"about_ca_topic_score_codex":0.000067518675,"about_ca_topic_score_gemma":0.0000021711228,"teacher_disagreement_score":0.12396407,"about_ca_system_score_codex":0.00015240074,"about_ca_system_score_gemma":0.000012585069,"threshold_uncertainty_score":0.9999284},"labels":[],"label_agreement":null}]}